Russian Federation
This article provides an analysis of shifts in quality assurance mechanisms within higher education institutions necessitated by the advancement of generative artificial intelligence technologies. Drawing upon statistical data from the educational systems of Russia, the United States, and Middle Eastern countries, the study examines the crisis of traditional knowledge verification methods and demonstrates the inadequacy of purely technical measures for safeguarding academic integrity. The author substantiates the necessity of transitioning from prohibitive measures toward a strategy of “metered usage” and the implementation of AI-resilient forms of assessment.
generative artificial intelligence, educational quality assurance, large language models, competency assessment
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